Elementary Science Unit Unit Title-Systems Developers-Heather Waters and Kaitlin Johnson Grave Levels-(K-2); (3-5) Citations http://www.homegrownfun.com/how-to-make-homemade-fossils-classroom/ http://www.biologycorner.com/worksheets/pepperedmoth.html http://mshsandbox.blogspot.com/2008/08/second-grade-earth-science-lesson-plans.html http://nature.nps.gov/GEOLOGY/nationalfossilday/activities.cfm Lesson Title-LS4: Biological Evolution: Unity and Diversity Components -a.LS4A:Evidence of Common Ancestry and Diversity b.LS4B:Natural Selection c.LS4C:Adaptation d.LS4D: Biodiversity and Humans

Stage 1: Identify Desired Results A. Benchmark Standards (Knowledge & Skills): -By the end of 2nd grade LS4.A:Evidence of Common Ancestry and Diversity Some kinds of plants and animals that once lived on Earth (e.g., dinosaurs) are no longer found anywhere, although others now living (e.g., lizards) resemble them in some ways. LS4.B: Natural Selection [Intentionally left blank.] LS4.C: Adaptation Living things can survive only where their needs are met. If some places are too hot or too cold or have too little water or food, plants and animals may not be able to live there. LS4.D: Biodiversity and Humans There are many different kinds of living things in any area, and they exist in different places on land and in water. Adaptive changes due to natural selection, as well as the net result of speciation minus extinction, have strongly contributed to the planet’s biodiversity. -By the end of 5th grade

LS4.A:Evidence of Common Ancestry and Diversity Fossils provide evidence about the types of organisms (both visible and microscopic) that lived long ago and also about the nature of their environments. Fossils can be compared with one another and to living organisms according to their similarities and differences. LS4.B: Natural Selection Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. LS4.C: Adaptation Changes in an organism’s habitat are sometimes beneficial to it and sometimes harmful. For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. LS4.D: Biodiversity and Humans Scientists have identified and classified many plants and animals. Populations of organisms live in a variety of habitats, and change in those habitats affects the organisms living there. Humans, like all other organisms, obtain living and nonliving resources from their environments.

B. Curricular Integration By the end of 2nd grade: Math Counting (dinosaurs)  Multiplying (endangered species)  Graphing (populations) Language Arts Research (Dinosaurs of different periods)  Journals (Of paleontology finds)  Reflective Journal on what if their needs weren’t met. Social Studies Timeline (Different periods of dinosaurs)  Geography  Mapping (different regions once inhabited by dinosaurs) ArtBy the end of 5th grade: Math Graphing (populations of different organisms in a variety of habitats)  Word problems based off past, present, and future populations Language Arts Research paper based off an extinct animal of their choice  Predicting adaptations of current animals through a research paper Social Studies Timeline of adaptations

 Compare and contrast cultural diversities from around the world  Timeline of climate change Art Creating a skit/play on adaptation  Create a biome C. Enduring Understanding This unit is constructed to gain students’ understanding of how everything interconnects and changes throughout history. The environment, plants, animals, and humans all have adapted to meet their needs throughout time. The unit is divided into four categories; evidence of common ancestry and diversity, natural selection, adaptation, and biodiversity and humans. The main focus is on evolution and how the four subunits have an impact on the evolution and adaptation of plants, animals, humans, and the world. D. Essential Questions LS4 Biological Evolution: Unity and Diversity How have certain characteristics of animals and plants changed and remained since the beginning? LS4.A: Evidence of Common Ancestry and Diversity How have the characteristics of our ancestors shaped who we are today? LS4.B: Natural Selection How has survival of the fittest affected our lives, if at all? LS4.C: Adaptation How do changes in plants and animals over a period of time affect their lives for the future? LS4.D: Biodiversity and Humans Why are there differences in living organisms? E. Vocabulary -By the end of 2nd grade

-By the end of 5th grade

Stage 2: Determine Acceptable Evidence F. Performance Task: (describe here, attach to appendix) By the end of 2nd grade AncestryStudents will pick an extinct animal or plant that was around long ago and pick an animal that is around today and compare and contrast the two. Compare their similarities and differences with a Venn Diagram. Natural SelectionN/A left intentionally blank Adaptation and Biodiversity and HumansPick an animal from one of the seven continents and the teacher will assign a natural disaster and the students must create adaptations for their animals and their biomes from natural selection for their animal to survive. By the end of 5th grade AncestryStudents will create their own fossils based off of previous knowledge. Natural Selection and AdaptationStudents will watch a YouTube video on moths and natural selection. Students will create their own moths to reproduce in class and survive the in class habitat. Biodiversity and HumansStudents will create a food web and explain the repercussions on what would happen if a specific plant or animal were to go extinct. G. Quizzes, Tests, Prompts: (describe here, attach to appendix) By the end of 2nd grade AncestryThe presentation of the poster board Venn Diagram. Natural SelectionN/A Adaptation and Biodiversity and HumansVocabulary Quiz By the end of 5th grade

AncestryFossil Quiz Natural Selection and AdaptationStudents will write a paper about why their moth survived. Biodiversity and HumansFood Web Quiz H. Self-Assessment: (describe here, attach to appendix) Students will have a variety of self-assessments that will include; journal entries, reflective writings, work sheets, and peer evaluations.

Stage 3: Plan Learning Experiences and Instruction I. Materials, Equipment, Technology, & Other Resources By the end of 2nd grade AncestryText books, poster board, construction paper, glue, crayons, markers, scissors, encyclopedias, computers to look up information. Natural SelectionN/A Adaptation and Biodiversity and HumansShoe boxes, construction paper, animal and plant props, crayons, markers, scissors, glue, pencils, paper, any household supplies that could be used to create their biomes, rubric. By the end of 5th grade AncestryDifferent colored chocolate chips, Ziploc bags, sand, gravel, pebbles, small sea shells, empty soda bottles, water, dry plaster of Paris, rolling pin, paper cups, popsicle sticks, plastic animals, pottery clay, marker, and water. Natural Selection and AdaptationComputer, construction paper, glue, crayons, markers, felt, feathers, pencil paper, scissors, selfevaluation Biodiversity and HumansYarn, poster board, text books, crayons, markers, glue, scissors, construction paper, pencils J. Pedagogy Most of our activities will be hands on group or individual lessons with a small amount of teacher guidance. By the end of 2nd grade AncestryThis activity will be done individually and presented to their peers. Natural SelectionN/A Adaptation and Biodiversity and Humans-

This activity will be done individually and the transition into whole group with a presentation of each biome. By the end of 5th grade AncestryThis activity will be whole group class discussion. Students will break into their small groups to create their fossils at their desks. Natural Selection and AdaptationThis activity will be whole group. As a class we will watch the YouTube video over moths and then students will break up as a class to figure out how their moth will survive. Biodiversity and HumansThis activity will be done in a whole group setting. Each student will have an assigned animal and have to figure out where they fit in on the web. K. Daily Sequence of Learning By the end of 2nd grade Ancestry Before this lesson students will discuss the meaning of the word extinct and some animals that have gone extinct. Primary Learning Outcome(s) (PLO) The students will recognize similarities and differences shared by current animals and animals that once roamed the Earth. Begin the lesson with a review on information about the definition of extinct and ask students to give some examples of animals that might be extinct. As a class create a Venn Diagram based on an extinct animal the class has picked out and a modern day animal. Discuss some of the similarities both animals share as well as some key differences that may have led to their extinction. Check for understanding before going on Check to see if students understand what it means to be extinct. Once students seem to grasp the meaning of extinction as well as traits shared by extinct animals and present day animals split the students into groups of two and on a poster board have them construct their own Venn Diagram. The Venn Diagrams should list similarities and differences as well as provide pictures of both animals. Students will present their posters to the class so students will be able to see other extinct animals. Extension Students can research the causes that caused their animal to go extinct. After the lesson students will watch Land Before Time. Natural Selection N/A Adaptation and Biodiversity and Humans The students will have some background knowledge on the meaning of adaptation and how your environment effects how you adapt.

Primary Learning Outcome(s) (PLO) Students will be able to apply real world scenarios into a fictional project. Begin the lesson by discussing adaptations. Ask students how people in colder climates adapt to their surroundings and people in warmer climates adapt to their surroundings. Then discuss how over time certain animals have adapted to survive in their environment as well as how natural disasters have caused changes in certain animal’s adaptations. Show a YouTube video that discusses different animals and their adaptations. http://www.youtube.com/watch?v=fRX2JtKFUzk

Check for understanding before going on Before assigning students their task for the day make sure students have an understanding of adaptations and how animals must adapt to survive. After checking for understanding from the class, explain to each student they will be creating adaptations and a biome for a specific animal that has just encountered a natural disaster. Students will draw their continent out of a hat and must pick an animal from their specific continent, and no animal can be repeated. After students have picked their animals assign a natural disaster that has occurred; tsunami, hurricane, earthquake, volcanic eruption, etc. Man occurring disasters such as oil spills can also be assigned for this project. A rubric will be assigned to students for guidelines to follow to complete their animal adaptations and biomes. Biomes will be completed over the course of a week and displayed in the media center after a class presentation. Extension Have students write a reflective paper on what they have learned about animal adaptations. By the end of 5th grade Ancestry Before this lesson students will have some basic knowledge regarding different types of fossils and the layers of the Earth one might discover certain fossils. Primary Learning Outcome(s) (PLO) Students will be able to identify fossils found within different layers of the Earth. This lesson will take about two days to complete. When students walk in the door be sure to pass out Ziploc bags with different colored chocolate chips, and have students sit on their bags during class. If students ask why explain they are creating metamorphic rocks with heat and pressure. All materials for the lesson should already be in the middle of the desks where students should already be in groups. Begin the lesson by discussing different layers found within the Earth’s crust. Talk about some of the background knowledge students might have regarding layers of the Earth and fossils. Explain to students they will be creating their own fossils and show the YouTube video; http://www.youtube.com/watch?v=msW4m7-eUJc. Checking for understanding before going on Answer any questions students might have regarding fossils from the video. Next, within their table groups have students begin to create sedimentary rocks. The students

will take empty soda bottles and fill them with sand, gravel or pebbles, some small shells, dry plaster of Paris, and water. This will allow students to see different levels of their sedimentary rocks. Next, have the students pull out the bags of chocolate chips they have been sitting on. The chips should be melted. Have students take a rolling pin and layer them, roll, and slice. Students will repeat this step and create metamorphic rock. The next day students will create fern leaf fossils and simulate amber. Students will be in their desk groups and the materials will be in the center of the group. Each student will have their own paper cup; make sure students write their name on their cups. Flatten out the clay well before making the impressions; make sure the clay takes up half the cup. Have the students place their selected plastic animal upside down. DO NOT bury the object! Using a paper cup measure out ½ cup of plaster on top of the impression. Add 2/3 tps of water and make sure the consistency is thick like pancake batter. If too much water was added add a little more plaster. Stir the water and plaster together, but make sure not to poke the impression below. Allow the fossil to sit for 45 mins or overnight. Have students tear open their paper cups to reveal their amazing fossils. Extension Students could make up a story about their fossilized animals’ life. Natural Selection and Adaptation Before this lesson students will have some background knowledge on natural selection and how animals adapt to their surroundings. Primary Learning Outcome(s) (PLO) Students will understand how natural selection plays a role in the survival of a species. This lesson should take about a day. To begin show students a YouTube video http://www.youtube.com/watch?v=aTftyFboC_M. The video discusses the peppered moth how the soot from the industries of the 1800s caused many of the moth populations to go from light colors to dark. Once students have watched the video pass out cutouts of moths. Prior to this lesson, the teacher will have created a simulated environment. Explain to the students that they will color and decorate their moth to survive in the simulated habitat before the students actually see the simulated habitat. The students will then be shown the simulated habitat. Students must then find another student in the class for their moth to “reproduce” with other based on determining if their moth species will survive after reproduction. The two students will then color a new moth using their favorite qualities from their moths. After the two students reproduce with another moth, the group of students will get together and create another moth with another group of students and continue to reproduce their moths until the entire class has only one moth that they feel will best survive in the simulated habitat. The teacher will then hang up all of the original moths and then will continue to hang them up based off of which moths reproduced with which moths to show the line characteristic flow to the last moth! Students will then self-evaluate themselves and write about what they could have done differently for the survival of their original moth.

Extension Students will use the website http://www.biologycorner.com/worksheets/pepperedmoth.html and from the simulation create a timeline of the pepper moth’s life. Biodiversity and Humans Students will already have a previous understanding of food webs and animal extinction. Primary Learning Outcome(s) (PLO) Students will understand how each animal is needed to keep the food web balanced. This lesson will take about two days to complete. To begin this lesson review students’ knowledge on food webs and how if one animal were to go extinct how it could affect the food web. After a class discussion, explain to students they will be creating a classroom food web. Have students come and draw a plant or animal out of the hat. The teacher will have an assigned animal or plant as well to include in the food web; this animal or plant must be one that will cause a huge shift in the food web. Once every student has picked a plant or animal from the hat, have the students create their class food web. The class food web will be acted out as each student as their plant or animal. Once the food web is created have the teacher’s plant or animal go extinct. Have students see how just one ripple in the food web causes extinction and trouble for all the living organisms that make it up. Have each student explain how that one plant or animal affected them. Extension Students will write what would happen if the plant or animal they were assigned were to go extinct. L. Teacher Notes (Including Misconception Alerts) The theory of evolution is a controversial topic, because people believe that evolution and creationism are on opposite ends of the spectrum; however, there is a new theory, the theory of intelligent design, which merges the two. This theory states that the world has undergone changes (evolution), but it is all the work of a Supreme Creator, God. * Information taken from: Adler, J. (2005). “Doubting Darwin.” Newsweek, 145(6), 44. M. Safety By the end of 2nd grade Adaptation and Biodiversity and Humans While students are creating their biomes and animal adaptations make sure they are properly using art supplies. By the end of 5th grade Ancestry Students will be using plaster with the fossil project. Make sure students don’t make a mess and get the plaster on classroom supplies that it does not belong on. Natural Selection and Adaptation Students should be cautious moving around the classroom and watch out for fellow classmates. Make sure students are using their art supplies in a respectful manner and completing the assignment.